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4909.Problem-Solving assignments based on laboratory experiments in chemistry education.

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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Problem-Solving Assignments Based on Laboratory
Experiments in Chemistry Education
Polina D. Vasilyeva
Kalmyk State University, Elista, Pushkina 11, Republic of Kalmykia, Russia 358000
One of the priorities in chemistry education is to help students get an overall idea of its primary
object, i.e. transforming chemicals in terms of two aspects: qualitative and quantitative. However,
in teaching chemistry these are separated as the former is most often presented during laboratory
experiments while introducing a new lesson or teaching unit and the latter is dealt with during
problem solving tasks while revising and expanding on the previously taught material. Thus,
traditionally, laboratory experiments are used in the teaching process without focusing on the
calculation part in their organization, while problem-solving assignments are disconnected from
their content context.
The author of the present paper suggests that laboratory experiments used for illustrative purposes
of a teaching unit and problem-solving assignments based on the quantitative data of the experiments should be combined and dealt with at one and the same chemistry lesson.
The methodology of illustrative experiments involves calculations concerning the amount of
chemicals to be used to ensure the realization of demonstrative and instructional purposes, as
well as to observe safety rules. These quantitative data may be used in making up calculation tasks
concerning the projection of chemical reaction products and practical effectiveness of experiments against prior theoretical assumptions. Such problems made up by students are intellectually stimulating and conducive for the development of their practical skills in using the acquired
theoretical knowledge.
The combination of illustrative experiments with problem-solving assignments contributes to a
more systemic character of students’ knowledge of the subject, their development of practical
skills and subject-specific competences. Experiential methods of learning are of special importance in terms of teaching and learning basic competences such as taking measures, performing
calculation procedures and using equipment in solving problems.
Besides, classroom work organized along these lines ensures common theoretical background for
the activities while its diversified character promotes a more profound understanding of scientific
concepts, their insight into quantitative patterns, rationality of calculating procedures and implicit
contextual information.
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base, chemistry, experimentov, problems, laboratory, 4909, assignments, education, solving
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